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This resource is available in editable (.doc) format [[file:Pedagogy and ICT a Review of the Literature.doc]] | This resource is available in editable (.doc) format [[file:Pedagogy and ICT a Review of the Literature.doc]] | ||
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'''Introduction''' | '''Introduction''' | ||
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In 2003, the Becta publication ''ICT and Pedagogy'' presented a review of the literature which framed current understandings of pedagogy and the implications for the use of ICT in learning and teaching in formal educational settings (Cox ''et al''., 2003). This 2009 review will revisit this topic in the light of more recent developments in understandings of pedagogy in practice and in policy initiatives and directions. It will attempt to offer frameworks for thinking about the ‘What?’, ‘How?' and 'Why?’ questions of teaching with information and communications technologies (ICT). | In 2003, the Becta publication ''ICT and Pedagogy'' presented a review of the literature which framed current understandings of pedagogy and the implications for the use of ICT in learning and teaching in formal educational settings (Cox ''et al''., 2003). This 2009 review will revisit this topic in the light of more recent developments in understandings of pedagogy in practice and in policy initiatives and directions. It will attempt to offer frameworks for thinking about the ‘What?’, ‘How?' and 'Why?’ questions of teaching with information and communications technologies (ICT). | ||
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An informal, ‘folk’ way of thinking about pedagogy is ‘What do teachers know, what do they believe and what do they do?’ The review attempts to help us to navigate our way through our thinking about the nature of knowledge; relationships between people, concepts and tools; understandings of pedagogical interactions and more recent thinking about pedagogy and design. It is underpinned by an understanding of pedagogy as relationship, conversation, reflection and action between teachers, learners, subjects and tools. It will outline some key approaches to understanding pedagogy in general and then consider pedagogy and ICT, illustrating particular issues with selected examples from the research literature. | An informal, ‘folk’ way of thinking about pedagogy is ‘What do teachers know, what do they believe and what do they do?’ The review attempts to help us to navigate our way through our thinking about the nature of knowledge; relationships between people, concepts and tools; understandings of pedagogical interactions and more recent thinking about pedagogy and design. It is underpinned by an understanding of pedagogy as relationship, conversation, reflection and action between teachers, learners, subjects and tools. It will outline some key approaches to understanding pedagogy in general and then consider pedagogy and ICT, illustrating particular issues with selected examples from the research literature. | ||
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'''Section 1: Understandings of pedagogy''' | '''Section 1: Understandings of pedagogy''' | ||
